Grade 2

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Teachers (list): Shiloh Hanzlicek, Renae Coleman
Textbook (Harcourt social studies, People We Know, 2010):
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Unit
 Objective:
"The learner will . . ."
 Standard and indicators:
 No. of Days
 Vocabulary Terms
 Suggested Resources
 Suggested Student Learning Activities
 Assessment
 Language Arts Standard(s) through whole year
6, 1, 5
 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.
 Forms and Functions of Government
  • (IP)
    SS 2.1.1 Students will identify and explain the responsibilities and rights of citizens in their communities.
  • (IP)
  • SS 2.1.1.a Participate in developing rules that consider multiple points of view
  • (IP)
    SS 2.1.1.b Describe how individuals, groups, and communities manage conflict and promote justice
  • Civic Participation
  • (IP)
    SS 2.1.2 Students will participate in making decisions using democratic traditions based on established rules.
  • (IP)
    SS 2.1.2.a Identify civic responsibilities that are important to individuals and their communities (e.g. voting, obeying laws)
  • (IP)
    SS 2.1.2.b Identify patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Veteran’s Day, Martin Luther King Jr. Day, 4th of July, Memorial Day, President’s Day)
  • (IP)
    SS 2.1.2.c Describe ways to be actively engaged to improve family, school and community
  • (IP)
    SS 2.1.2.d Identify characteristics of good citizenship (e.g., establishing beliefs and justice, truth, equality, personal responsibilities for the common good, tolerance for diversity of opinions)
 unit 6 Q4

unit 5 Q3, Q4

unit 1- Q1, Q2
 categorize
classify
*producer
*goods
*services
business
*comsumer
*bar graph
occupation
*income
*free enterprise
*want
budget
bank
raw material
*factory
human resources
capital resources
flow chart
*scarce
*marketplace
barter
*trade
6
*citizen
community
right
*respsonsibility
law
*consequence
problem
solution
main idea
details
government
*judge
government service
tax
election
mayor
*governor
*president
*vote
*ballot
capital
*congress
supreme court
*constitution
*council
*legislature
*map key
*border
1
recall
retell
*culture
language
*immigrant
*diversity
conflict
custom
*tradition
*calendar
*scientist
*invention
*Gloria Estefan
*Thomas Edison
 text book,
assessment book,
practice book,
document based questions, I have Who has cards,
leveled reader books, vocabulary cards, graphic organizers, study guides, maps, field trip to IGA – http://bensguide.gpo.gov/k-2/index.html
 voting booth/election activity, role play levels of government, government mobiles, map activities , problem/solution activity – write letters to mayor,
interview family heritage, share family traditions,
field trip,
 unit 6 assessment
unit 1 assessment
unit 5 assessment
 LA 2.1.5 Vocabulary: Students will build literary, general academic, and content specific grade level vocabulary.
  • LA 2.1.5.a Use word structure elements, known words, and word patterns to determine meaning (e.g., contractions, plurals, possessives, basic parts of speech, compounds, syllables)
  • LA 2.1.5.b Relate new grade level vocabulary to prior knowledge and use in new situations
  • LA 2.1.5.c Identify and use context clues (e.g., word and sentence clues, re-reading) and text features (e.g., illustrations, graphs, titles, bold print) to help infer meaning of unknown words
  • LA 2.1.5.d Identify semantic relationships (e.g., patterns and categories, synonyms, antonyms, multiple meanings)
  • LA 2.1.5.e Identify meaning using print and digital reference materials (e.g., dictionary, glossary)
  • LA 2.1.5.f Locate words in reference materials (e.g., alphabetical order, guide words)
unit 6
 K-12 Economics: Students will utilize economic reasoning skills to make informed judgments and become effective participants in the economy at the local, state, national and international levels.
 Markets

  • (IP)
    SS 2.2.1 Students will recognize resources are limited, so other choices must be made and something must be given up (opportunity cost).
  • (IP)
    SS 2.2.1.a Identify resources (inputs) that make up various good and services
  • (IP)
    SS 2.2.1.b Identify what items are eliminated when a choice is made (tradeoff)
  • (IP)
    SS 2.2.2 Students will recognize that producers use resources to make goods, deliver services, earn a profit, and satisfy economic wants.
  • (IP)
    SS 2.2.2.a List various goods and services that can be produced with the same list of resources (e.g. soil, seed, and labor used to produce animal feed, plastics, cereal, or fuel)


Institutions

  • (IP)
    SS 2.2.3 Students will describe how people earn income/wages through work.
  • (IP)
    SS 2.2.3.a Match capital resources and human resources with jobs in the community or home. (e.g., tractors and farmers)


Financial Literacy

  • (IP)
    SS 2.2.6 Students will demonstrate knowledge of currency, its denominations, and use.
  • (IP)
    SS 2.2.6.a Make transactions using currency emphasizing its use as a medium of exchange (e.g., school store, buying pencils)


Government

  • (IP)
    SS 2.2.10 Students will understand what goods and services governments provide.
  • (IP)
    SS 2.2.10.a Identify goods and services that governments provide and where they get the money to pay for the services (taxes) (e.g., water, fire department, police, schools)
 unit 6 Q4
 categorize
classify
*producer
*goods
*services
business
*comsumer
*bar graph
occupation
*income
*free enterprise
*want
budget
bank
raw material
*factory
human resources
capital resources
flow chart
*scarce
*marketplace
barter
*trade
*citizen
community
right
*respsonsibility
law
*consequence
problem
solution
main idea
details
government
*judge
government service
tax
election
mayor
*governor
*president
*vote
*ballot
capital
*congress
supreme court
*constitution
*council
*legislature
*map key
*border
 text book,
assessment book,
practice book,
document based questions,
I have Who has cards,
leveled reader books, vocabulary cards, graphic organizers,
 field trip,
 Unit 6 assessment
 LA 2.1.6 Comprehension: Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehension while reading grade level text.
  • LA 2.1.6.a Identify author’s purpose(s) (e.g., explain, entertain, inform, persuade) to support text comprehension
  • LA 2.1.6.b Identify elements of narrative text (e.g., characters, setting, plot)
  • LA 2.1.6.c Retell information from narrative text including characters, setting, and plot
  • LA 2.1.6.d Explain the ways authors use words (e.g., rhythm, repeating line, simile, alliteration, onomatopoeia)
  • LA 2.1.6.e Retell and summarize the main idea from informational text
  • LA 2.1.6.f Identify organizational patterns found in informational text (e.g., sequence, description, compare/contrast)
  • LA 2.1.6.g Use text features to locate information and gain meaning from a text (e.g., table of contents, maps, charts, illustrations, titles, bold print, captions)
  • LA 2.1.6.h Identify the basic characteristics of familiar narrative and informational text genres (e.g., fairy tales, nursery rhymes, picture books, how-to books)
  • LA 2.1.6.i Compare and contrast connections between characters or events in narrative or informational text, to own life or other cultures
  • LA 2.1.6.j Generate and/or answer literal, inferential, and critical questions, supporting answers using prior knowledge and literal and inferential information from the text
  • LA 2.1.6.k Identify and explain purpose for reading (e.g., information, pleasure, understanding)
  • LA 2.1.6.l Build and activate prior knowledge in order to identify text to self, text to text, and text to world connections before, during, and after reading
  • LA 2.1.6.m Self-monitor comprehension by applying appropriate strategies to self-correct when errors detract from meaning
  • LA 2.1.6.n Make and confirm/modify predictions before, during, and after reading (e.g., illustrations, personal experience, events, character traits)
  • LA 2.1.6.o Respond to text verbally, in writing, or artistically
Unit 2, 3
 K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions.
 The World in Spatial Terms
  • (IP)
    SS 2.3.1 Students will explore where (spatial) and why people, places and environments are organized locally.
  • (IP)
    SS 2.3.1.a Identify the globe as a model of Earth
  • (IP)
    SS 2.3.1.b Identify and describe locations in the neighborhood (e.g., home, the park, friend's house, fire station, grocery store)
  • (IP)
    SS 2.3.1.c Identify map elements (i.e., title, scale, symbols, legend, and cardinal directions)
  • (IP)
    SS 2.3.1.d Locate community, Nebraska, and the United States on maps and globes
  • (IP)
    SS 2.3.1.e Analyze why things are located where they are (e.g., "Why are stores on a main street?")
  • (IP)
    SS 2.3.1.f Distinguish between continents/islands, oceans/seas, countries/continents, and cities/states

Places and Regions
  • (IP)
    SS 2.3.2 Students will identify places and regions.
  • (IP)
    SS 2.3.2.a Identify and differentiate between physical and human features of neighborhood and community (e.g., vegetation, housing)
  • (IP)
    SS 2.3.2.b Describe local places and regions with other places and regions (e.g., prairie, forest, farm land, ranch land, local community)
  • (IP)
    SS 2.3.2.c Explain how places and regions change over time

Physical Systems
  • (IP)
    SS 2.3.3 Students will identify natural processes in their physical world.
  • (IP)
    SS 2.3.3.a Identify basic components of Earth’s physical processes (e.g., landforms, water, climate and weather)
  • (IP)
    SS 2.3.3.b Identify the relationship between the Earth and the Sun (e.g., day/night, length of day, seasons)

Human Systems
  • (IP)
    SS 2.3.4 Students will identify the characteristics of culture.
  • (IP)
    SS 2.3.4.a Identify patterns of cultural traits (e.g., language, religion, food)
  • (IP)
    SS 2.3.4.b Identify patterns of land use (e.g., agricultural, residential, industrial, commercial, educational, recreational)

Human/Environment Interaction
  • (IP)
    SS 2.3.5 Students will identify the relationship between humans and the physical environment.
  • (IP)
    SS 2.3.5.a Describe how seasonal weather patterns, natural hazards, and natural resources affect human
  • (IP)
    SS 2.3.5.b Identify Earth's natural resources (e.g., minerals, air, land, water, soil)
  • (IP)
    SS 2.3.5.c Identify how humans and the physical environment interact (e.g., choice of building materials, variations in agricultural practices, land use modifications, fish, forestry, and wildlife management)

Application of Geography to Issues and Events
  • (IP)
    SS 2.3.6 Students will use geographic skills to make connections.
  • (IP)
    SS 2.3.6.a Identify how you might apply geographic knowledge or techniques to solve a problem (e.g., use global positioning system (GPS) navigation for shortest route to school; map destinations for family vacation to determine the best order to visit)
 unit 2 Q1

unit 3 Q1
 compare
contrast
location
relative location
*absolute location
map grid
*landform
island
pennisula
gulf
region
climate
*table
*cardinal direction
*equator
hemisphere
*pole
*compass rose
intermediate directions

cause
effect
*natural resources
*fuel
*conservation
*picture graph
rural
urban
suburb
*environment
*technology
product
*product map
*transportation
*communication
route
 text book,
assessment book,
practice book,
document based questions,
I have Who has cards,
leveled reader books, vocabulary cards, graphic organizers,
 painted map on playground, landform maps, large NE map?, songs directions,
songs rural, urban, suburb and illustrate, transportation/route illustrate-art design transportation
 unit 2 assessment (maybe rewrite page 11)

unit 3 assessment
 LA 2.4 Students will identify, locate, and evaluate information.
LA 2.4.1 Multiple Literacies: Students will research, summarize, and communicate information in a variety of media and formats (textual, visual, and digital).
  • LA 2.4.1.a Use resources to answer guiding questions (e.g., print, electronic)
  • LA 2.4.1.b Discuss ethical and legal use of information
  • LA 2.4.1.c Practice safe behaviors when communicating and interacting with others (e.g., safe information to share online)
  • LA 2.4.1.d Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning, e-pals)
  • LA 2.4.1.e Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)
  • LA 2.4.1.f Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)
Unit 4
unit 5
 K-12 History: Students will develop and apply historical knowledge and skills to research, analyze, and understand key concepts of past, current, and potential issues and events at the local, state, national, and international levels.
 Chronological Thinking
  • (IP)
    SS 2.4.1 Students will describe and apply chronological relationships and patterns.
  • (IP)
    SS 2.4.1.a Identify concepts of time and chronology (e.g., past, present, future, months, years)
  • (IP)
    SS 2.4.1.b Identify calendar time in years
  • (IP)
    SS 2.4.1.c List and describe neighborhood events over time (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer)
  • (IP)
    SS 2.4.1.d Describe how individuals, events, and ideas have changed neighborhoods, past and present ( e.g., Building a new school, park)

Historical Comprehension
  • (IP)
    SS 2.4.2 Students will describe the development of people, events, ideas, and symbols over time.
  • (IP)
    SS 2.4.2.a Describe historical people, events, ideas, and symbols, including various cultures and ethnic groups (e.g., Native Americans, colonists, local cultural figures, Uncle Sam, patriotism, the White House, Independence Day)
  • (IP)
    SS 2.4.2.b Describe how their neighborhood has changed over the course of time using maps and other artifacts

Multiple Perspectives
  • (IP)
    SS 2.4.3 Students will identify multiple perspectives of events.
  • (IP)
    SS 2.4.3.a Use more than one source to gather details about the same event (e.g., school/neighborhood events)

Historical Analysis and Interpretation
  • (IP)
    SS 2.4.4 Students will identify past and current events, issues, and problems.
  • (IP)
    SS 2.4.4.a Identify how decisions affected events in the neighborhood (e.g., Why was a park built in a particular spot?)
  • (IP)
    SS 2.4.4.b Describe the relationships among personal and historical events (i.e., current events)

Historical Research Skills
  • (IP)
    SS 2.4.5 Students will develop historical research skills.
  • (IP)
    SS 2.4.5.a Develop questions about their neighborhood history
  • (IP)
    SS 2.4.5.b Identify, obtain, and cite appropriate sources for research (e.g., identifying titles and authors of books from which they took information)
  • (IP)
    SS 2.4.5.c Gather historical information about their neighborhood (e.g., ask questions of a guest speaker in the classroom)
  • (IP)
    SS 2.4.5.d Present historical information about their neighborhood (e.g., pictures, posters, and oral/written narratives)
 unit 4 Q3

unit 5 Q3, Q4
 sequence
*past
*present
future
change
*diagram
*history
*colony
settler
source
freedom
*independence
*timeline
heritage
*landmark
memorial
hero
legend
fact
nonfiction
fiction
*4th of July
*Memorial Day
*Native Americans
*Thomas Jefferson


recall
retell
*culture
language
*immigrant
*diversity
conflict
custom
*tradition
*calendar
*scientist
*invention
*Gloria Estefan
*Thomas Edison
 text book,assessment book,
practice book,
document based questions,
I have Who has cards,
leveled reader books, vocabulary cards, graphic organizers,
 illustrate colony, settler,
landmark, memorial,-reports from website, reports on heroes,
interview family heritage, share family traditions,
 Unit 4 and 5 assessments